* Dr. Faculty Member, Ankara Hacı Bayram Veli University, School of Foreign Languages, Ankara,

aydan.irgatoglu@hbv.edu.tr, https://orcid.org/0000-0002-0773-4619

** Assoc. Prof, Karabük University, Faculty of Letters, English Language and Literature Department, Karabük,

ozkankirmizi@karabuk.edu.tr, https://orcid.org/0000-0003-3419-8257

PRE-SERVICE EFL TEACHERS’ BELIEFS ABOUT

EDUCATIONAL PHILOSOPHIES IN RELATION TO TEACHER

EMOTIONS Aydan IRGATOĞLU*

Özkan KIRMIZI**

ABSTRACT

Human beings are emotional beings, which, to a large extent, determines their cognitive and social

relations with their environments. Since teaching is an occupation that involves working with human

beings, emotions are highly relevant for teachers. Therefore, the purpose of the present study is to

examine the potential relationship between pre-service EFL teachers’ educational philosophies in term of

teacher emotions. In order to collect data, two research tools are used. The first one is the Philosophical

Preference Evaluation Scale, prepared by Çetin et al (2012). This questionnaire conceptualizes

educational philosophies under five headings, notably perennialism, essentialism, existentialism,

progressivism and reconstructionism. The second research tool that is utilized in the present study is the

Teacher Emotion Inventory, developed by Chen (2018). This inventory includes five emotions, which are

joy, anger, love, sadness, and fear. The results indicated that joy and love are two of the most common

emotions experienced by pre-service EFL teachers. In addition, as for educational philosophies, the most

common one was existentialism, indicating that the center of education, according to pre-service EFL

teachers, should be the student.

Key words: Pre-service EFL teachers, teacher emotions, educational philosophy, existentialism

İNGİLİZCE ÖĞRETMEN ADAYLARININ ÖĞRETMEN

DUYGULARINA İLİŞKİN EĞİTİM FELSEFELERİ

KONUSUNDAKİ İNANÇLARI

ÖZ

İnsan, çevresi ile bilişsel ve sosyal ilişkilerini büyük ölçüde belirleyen duygusal varlıktır. Öğretmenlik

insanlarla çalışmayı içeren bir meslek olduğundan, duygular öğretmenler için oldukça önemlidir. Bu

nedenle, bu çalışmanın amacı, İngilizce öğretmen adaylarının öğretmen duyguları ile eğitim felsefeleri

arasındaki potansiyel ilişkiyi incelemektir. Veri toplamak için iki araştırma aracı kullanılmıştır. Bunlardan

ilki, Çetin ve diğerleri (2012) tarafından hazırlanan Felsefi Tercih Değerlendirme Ölçeği'dir. Bu anket

eğitim felsefelerini, özellikle kalıcılık, özcülük, varoluşçuluk, ilerlemecilik ve yeniden yapılanma olmak

üzere beş başlık altında kavramsallaştırmaktadır. Bu çalışmada kullanılacak ikinci araştırma aracı Chen

(2018) tarafından geliştirilen Öğretmen Duygu Envanteri'dir. Bu envanter neşe, öfke, aşk, üzüntü ve

korku olmak üzere beş duyguyu içerir. Sonuçlar, neşe ve sevginin, İngilizce öğretmen adaylarının

yaşadığı en yaygın iki duygu olduğunu gösterdi. Ayrıca eğitim felsefelerinden en yaygın olanının

varoluşçuluk olduğunu gösterdi ve bu durum, İngilizce öğretmen adaylarına eğitimin merkezinin öğrenci

olması gerektiğini göstermektedir.

Anahtar kelimeler: İngilizce öğretmen adayları, öğretmen duyguları, eğitim felsefesi, varoluşçuluk

INTRODUCTION

To direct educational processes, educational philosophy which is related to the ideas and their

applications to education plays an important role. It may consist of the views of teachers on

instructional methods, their impacts on behaviors, beliefs, or choices. It would not be an

overstatement to argue that the values and behaviors of teachers derive from their educational

philosophies (Yılmaz, et al., 2011). Additionally, the philosophies of education relate to how

teachers build their classroom environments and how perceptive they are to changes in their

fields (Çetin et al., 2012)

The cognitive or intellectual side of manners is formed by beliefs and emotions. As a result, to

understand and identify the actions of the associated community, it is very appropriate and

2

necessary to establish the educational beliefs and emotions of teachers and prospective teachers.

Studying the beliefs and emotions of teachers has a crucial significance in terms of

understanding teacher behavior (Enochs and Riggs, 1990). The related literature notes that

educational beliefs and emotions are built based on educational philosophy (Rideout, 2006). The

main role of educational philosophy is to organize and compose the educational beliefs and

emotions learned through the assessment and analysis of several possibilities (Rideout, 2006).

Therefore, it can be claimed that the educational philosophies constitute the foundations of

educational beliefs and emotions. In this study, it was therefore preferred to configure and

assess educational beliefs based on the philosophies of education in terms of teacher emotions.

Emotions related to the teacher's beliefs play a vital role in understanding educational

philosophies. These two concepts, emotions, and beliefs are part of the same development

process, according to Barcelos & Ruohotie-Lyhty (2018) as they are both structured, contextual,

and dynamic. According to Gill & Hardin (2014), the lack of comprehension of the beliefs of

the teachers is a lack of knowledge of affective structures like emotions. This is because

emotions and beliefs have a vital role in the everyday working life of teachers. Loh & Liew's

research (2016) explored the diverse emotional activities of the instruction of English and

highlighted the significance of administrative and emotional work in policy and localized

practice.

It is evident from the field research and studies that the philosophy adopted by teachers has a

major influence on the teaching setting and choices, actions, and attitudes (Doğanay, 2011). Due

to its significance, the relationship between the emotions and educational philosophy of each

educator ought to be examined and understood to optimize their contribution towards education

processes and to achieve objectives.

It is necessary to be aware of the relationship between emotions and the educational philosophy

of teachers who execute these systems regularly in classrooms. It is also equally necessary to

investigate the relationship between the educational philosophies and emotions of teachers. The

knowledge that would have been obtained by such a study could allow the teachers' tendencies

to be better assessed in the implementation of a course in schools and universities. Real

encouragement and preparation would help to meet the aims of education programs in the long

term.

A wide number of studies about the educational philosophies has been conducted

(Kahramanoğlu & Özbakış, 2018; Arslan, 2016; Baş, 2015; Tunca, Alkim Sahin & Oğuz, 2015;

Yılmaz & Tosun, 2013; Doğanay & Sarı, 2003). Furthermore, several studies have been

performed to describe the relationship between educational views of the teachers in service and

their beliefs about critical thinking, epistemological beliefs, perceptions of self-effectiveness

and teaching approaches (Aybek & Aslan, 2017; Çakmak, Bulut & Taşkıran, 2016; Çelik &

Orçan, 2016; Şahan & Terzi, 2015; Kumral, 2015; Beytekin & Kadı, 2015; Alkın-Şahin, Tunca

& Ulubey, 2014; Biçer, Er & Özel, 2013; Ilgaz, Bülbül & Çuhadar, 2013). However, not much

research has been conducted on the potential relationship between pre-service EFL teachers’

educational philosophies and teacher emotions. As a result, this study aims to find out whether

there is a relationship between educational philosophies and emotions of pre-service English

Language Teachers.

REVIEW OF LITERATURE

Educational Philosophy

Educational philosophy allows teachers to be involved in their own beliefs and values, to

understand why they exist, who they are, and to some degree, where to go (Demirel, 2015).

Educational philosophy entails the development of the interest, studying, wondering,

questioning, and comprehension efforts of teachers. While some concepts of philosophy have

not been fully accepted, it can be considered as a bonding process based on the establishment of

truth and a total of productions obtained at the end of this process (Demirel, 2015).

However, the educational philosophy is described as a discipline and conceptions that orientate

education, form objectives, and direct educational applications (Yılmaz, et al., 2011). It has also

3

been extended and defined as a branch of philosophy that deals with the problems of the

possibilities, nature, objectives, and methods of education with methods peculiar to philosophy.

It is aimed at addressing questions such as whether it is possible for education or not, whether

education is autonomous in terms of conveying certain philosophies and doctrines, whether a

teacher needs to be trained or not, whether knowledge and experiences or abilities are mainly

transferred in education, whether education can handle facts and whether educational gaps exist

between education and training. In this sense, education philosophy is considered as a discipline

or method of thought that gives educators a point of view (Yılmaz, et al., 2011). The

introduction of major approaches to different conceptions of education theory helps to

strengthen connections between the goals, functions, programs, and methods of education and

these philosophical situations. All subsystems of education, connections, and continuity with

educational theory can be evaluated. Indeed, all educators have some form of educational

ideology consciously or not. Teacher strategies have a practical influence on the teaching types

of various educational philosophies. For example, they can manage their courses according to

their knowledge of approaches. In other words, classroom applications are directed by the

beliefs of teachers in school and learning (Hermans, et al., 2008).

How to classify educational philosophies is also an important topic. A variety of categorization

suggestions are available. For educational philosophies, Wiles & Bondi (2007) suggest six

categories: perennialism, essentialism, progressivism, re-constructionism, naturalism, and

existentialism. On the other hand, five factors, including perennialism, essentialism,

progressivism, reconstructionism, and existentialism, are offered by Yılmaz et al. (2011).

Additionally, Demirel (2015) divides the educational philosophy into five and introduces the

most popular typologies: perennialism, essentialism, progressivism, existentialism and

deconstructivism. In this study, Demirel’s (2015) categorization is taken into consideration and

the associated educational philosophies are briefly clarified.

The theory behind perennialism is classical idealism and realism. Universal values and tradition

are emphasized in education. For perennialism, everywhere, and always, moral concepts and

beliefs are the same, including human nature. people are expected to be educated considering

these facts. According to perennialists, training aims to improve the human mind and will,

conform to universally accepted facts, engage in rational thought, use deduction, be free and

responsible, work with a discipline and not copy life (Ergün, 2009). The goal of a perennialist

classroom is to be a well-organized and well-disciplined environment that allows students to

establish a long-term search for reality. Opponents of this educational philosophy agree that

education should constitute an effort ready to give these ideas to students and direct their

thinking process to the realization and comprehension of great works; literary works written by

the finest thinkers of history who transcend time and are never obsolete. The value of managing

contents and cultivating thinking skills is the emphasis of perennialists (Yazgı, 2020)

Realism and idealism are the basis of Essentialism. According to essentialists, knowledge by

birth does not empower man; knowledge is gained in time and it can only be obtained by

induction for this purpose. Essentialists, as perennialists, consider a teacher as an expert on a

specific topic and the only person in the class responsible for decision-making as students are

not old enough to consider what they want and what is more important (Ergün, 2009). The main

goal of education, according to essentialists, is to raise intelligent, social, and talented

individuals by transmitting the knowledge and cultural heritage of society to younger

generations (Yılmaz, et al., 2011). Existential education focuses on ensuring that the student is

responsible and is the very person who decides about their lives through self-identification

(Yazgı, 2020). Courses such as poetry, literature, tragedy, and philosophy, which are thought to

bring various cultures together, help to extend the horizon of the students (Yazgı, 2020).

Progressivism, unlike perennialism and essentialism, opposes universal truths that are

unchanging and absolute and considers change as the focus of an education. It can be claimed

that progressivism is the introduction of pragmatism into education. This movement rejects

traditional education's intense formalism, its rigid and restrictive sense of discipline, and its

teacher-centered, passive approach to education that educates passive citizens. All kinds of

4

applications should be focused on the hedonistic motive of humans in the education process.

Knowledge is obtained through scientific method and trial and error, according to this

movement. Activity-based instruction is student-centered. Education is not for the preparation

of life it is real life. The syllabus of classes should be composed according to the students' skills,

and knowledge (Ergün, 2009). On the other hand, school is a model of community. School is

not a place where students are prepared for life; life is lived in it. For this reason, everything in

life should also be experienced at school, too (Ergün, 2009).

Reconstructionism is considered as progressivism's follower, and pragmatism is also the basis of

this movement. Humanity has hit the edge of turnout according to this movement; it is thought

that it would either disappear or step into a new society. To solve the cultural turmoil of our era,

the primary goal of education is to restore society. The fundamental principles that Western

culture has developed should be re-evaluated to do so. Education, in this sense, should be seen

as an instrument for shaping a global society based on shared values, since education is what is

required to resolve the current crisis. Training is not just life; it is the future as well. Society is

expected to be influenced and arranged by training. Reconstructionists find the ideas of the

progressivists misleading, as they adopt a learner-centered approach to education and highlight

the needs of the middle class. For them, a community-centered education that takes care of the

needs of all society is very necessary (Ergün, 2009).

The reflection of existentialism in education is existentialist education. Existentialism is neither

a school of ideas nor a philosophical trend trapped in narrow frames of some doctrine. Life itself

is philosophy. As life flows like a river that has chosen its path (Çetin, et al., 2012), existence

cannot be reduced to any laws or codes. Human freedom is the common point where

existentialist theorists agree. Existentialists point out that they want to show people that they are

free and that are irrespective of what to do in a given situation, they can choose what to value

and how to live (Çetin, et al., 2012). In this sense, an existentialist life and the goal of education

set people free, provide consciousness of their liberty, and mindful of the importance of their

desires (Çetin, et al., 2012). Theories of education has also been influenced by the views of

existentialism. Education should therefore be structured based on experiences that will help a

person to enrich his/her point of view in life and make him/her choose. Students with a wide

range of diversity should be confronted with social and natural events and circumstances

because these are resources that transport one towards self-fulfillment. What a student feels,

does, and thinks is quite important. Learners are subjects rather than objects of the education

process. Students are normally taught for social, community, and environmental adjustment.

This prevents a person from becoming an individual. The purpose of education in other

movements is easy to recognize, while existentialism is not so easy to do this because the

present approach to education is strongly criticized by existentialism (Yazgı, 2020).

Mentioned educational philosophies have been developing through the years and becoming

more learner-centered. The students' interests are taken further into account. Even so, traditional

philosophies do not disappear. They still exist as focusing on one educational philosophy is

inadequate today and an eclectic approach is desired. With changes in the world, it should be

taken into consideration that educational philosophies may be chosen according to the emotions

of the teachers. As a result, the relationship between them is to be analyzed.

Teacher Emotions

In the last two decades, research on teacher emotions has drawn further attention. The role of

teacher emotions in education, learning, and the well-being of teachers is emphasized by

researchers as Uitto, Jokikokko, & Estola (2015) and Yin, Huang, & Wang (2017). While

teacher emotions are believed to be related to educational philosophies, there is some limited

evidence of the relationship between them.

So far, the concept of emotion has not been agreed upon. Pekrun (2014) defined the term

emotion as a complex and multicomponent-psychological mechanism that involves affective,

expressive, cognitive, and motivational elements. In more detail, emotions are described as

'social, personal ways of being that emerge from conscious and/or unconscious decisions about

5

perceived outcomes, which achieve goals or maintain norms or beliefs in a transaction, within

the framework of social-historical contexts,' to focus on interrelated perspectives of emotional

experience (Schutz et al., 2006). Social, cultural, and political influences have a major influence

on how, why, and when people create, control, and show emotions through environmental

experiences. Similarly, teacher emotions are not 'internalized sensations,' but are integral to the

manner they relate to and communicate with pupils, colleagues, and parents. In this respect,

teacher emotions are known to be mental behaviors of individual teachers and help them to

consider other people's emotions, their emotional regulatory ability, and their responses

(Farouk, 2012).

Emotions are classified into different categories by researchers. Emotions were initially listed as

positive and negative values. On the other hand, it is argued that this has been too simplistic for

scholars (Lee et al, 2013; Sutton & Wheatley, 2003). Parrott (2001) suggests a tree structure

covering a range of particular emotions in sequential order in three levels, namely the primary,

secondary and tertiary levels. The primary level consists of six fundamental emotions which are

surprise, anger, joy, sadness, love, and fear. The secondary level consists of an additional set of

emotions that can be assigned in the six primary levels, while the tertiary level consists of more

detailed and superficial emotions grouped into the secondary. Parrott (2001) argued that this tree

structure can serve as legitimate research mean to examine the essence of human emotions. The

emotional tree structure offers a detailed overview of human emotions and shows the

interconnected nature among various emotions in various dimensions (Jenkins, et al., 2017). In

this research study, the Parrott tree model is used as a basis for interpreting teacher feelings, and

five emotions, which are joy, anger, love, sadness, and fear are discussed.

The literature underlines the importance of emotions of teachers in various aspects of education,

including pupils, teachers, and learning. In some research studies conducted so far, teacher's

emotions are widely accepted in connection with cognition and motivation (Uitto et al., 2015).

Teacher emotions have been reported to affect several aspects of their cognitive processes

(Neville, 2013). Positive emotions are claimed to encourage more deep pedagogical thoughts;

while negative emotions demoralize the enthusiasm of teachers (Sutton & Wheatley, 2003).

Moreover, the teacher's emotions have been described as being linked to self-efficacy,

insecurity, identity, fatigue, and well-being (Yin et al., 2017). More importantly, teachers are

argued to completely express their well-being by triggering pleasant emotions and deactivating

negative feelings (Jenkins et al., 2017). Also, teacher emotions are related to collegial

relationships and colleague trust (Yin et al., 2017). Moreover, several studies have found out

that teacher emotion is related to instructional behaviors (e.g., Saunders, 2013). Findings show

that the positive emotions of teachers motivate them to follow innovative methods of

instruction, while negative emotions appear to undermine their flexibility and creativity (Becker

et al., 2014).

Studies have also shown that teacher emotions influence many facets of student life, including

student emotions student relationships, dedication, and motivation (Becker et al., 2014).

Empirical evidence suggests that teacher pleasure is linked positively to student pleasure in a

classroom (Frenzel, 2014). There tends to be a fundamental 'emotional filter' between a teacher

and a student. Lecturers with negative feelings are found to be likely to minimize the likelihood

of students utilizing a deeper level of cognitive learning (Linnenbrink-Garcia & Pekrun, 2011).

Classrooms with positive feelings are more likely to create a better learning atmosphere for

students to learn and improve (Zembylas, 2005a).

Although a lot of studies are conducted on teacher emotions, the relationship between emotions

and philosophies has received little attention (Barcelos and Ruohotie-Lyhty, 2018). A criticism

of L2 teacher education programs is that L2 teaching initiatives are concerned with training

teachers for implementation, but they do not discuss complex problems, like emotional concerns

in language courses (Sarıçoban & Kırmızı, 2020). The philosophies of teachers are ignored, too.

The relationship between emotions and educational philosophies should therefore receive

special attention. As such, the present study set out to answer the following research questions:

1. What are pre-service EFL teachers’ perceived emotional tendencies?

6

2. Which educational philosophies are more common among pre-service EFL teachers?

3. Do male and female pre-service EFL teachers differ in terms of their perceptions about

emotions and educational philosophies?

4. Which emotions correlate with which educational philosophies?

METHOD

Participants

The study was carried out in 2020. The total number of the participants in the present study was

98. All the participants are pre-service EFL teachers studying at ELT Departments. The number

of female participants is 63 (64,3%) and the number of male participants is 35 (35,7%). The

number of 1 grade students is 47 (48%), 2 grade students 28 (28,6%), 3 grade students 15

(15,3%), and 4 grade student 8 (8,2%). Descriptive statistics about the participants is given in

Table 1.

Table 1. Descriptive statistics about the participants grade Total

1 grade 2 grade 3 grade 4 grade

gender female 28 (28,6%) 18 (18,3%) 9 (9,1%) 8 (8,2%) 63 (64,3%) male 19 (19,3%) 10 (10,2%) 6 (6,1%) 0 (0) 35 (35,7%)

Total 47 (48%) 28 (28,6%) 15 (15,3%) 8 (8,2) 98 (100%)

Data collection tools

Data were collected by means of two research instruments.

1. The Teacher Emotion Inventory (TEI) includes 31 items and is divided into five dimensions,

which are joy, love, sadness, anger, and fear. Among these feelings, joy and love are positive

feelings whereas sadness, anger, and fear are negative feelings. Love represents the desire or

passive for the teaching profession as well as passion and affection for students (Parrott, 2001).

The original reliability was calculated as (a = .84) (Chen, 2016). TEI examines five major

emotions with 31 items: joy (5 items), love (5 items), sadness (5 items), anger (5 items), and

fear (6 items). The Cronbach’s alpha values are given in Table 2. The table indicates that the

general reliability level for TEI is ,761, indicating a high level of reliability.

2. Teaching philosophies scale (TPS): TPS used in the present study was designed and validated

by Yılmaz et al (2011). This tool is a Likert-type tool containing 40 items. It has five sub-

dimensions: (1) progressivism (13 items), (2) existentialism (7 items), (3) reconstructionism (7

items), (4) perennialism (8 items), and (5) essentialism (5 items). The answers given to TPS

range from strongly disagree (1) to strongly agree (5). The total reliability level of TPS was

calculated as ,818, indicating a high level of reliability. The values are given in Table 2.

Table 2. Reliability analysis Variables number of items Cronbach’s alpha value

Emotions 26 ,761

Joy 5 ,710

Love 5 ,600

Sadness 5 ,636

Anger 5 ,717

Fear 6 ,730

Teaching philosophies 40 ,818

Progressivism 13 ,793

Existentialism 7 ,801

Reconstructivism 7 ,673

Perennialism 8 ,674

Essentialism 5 ,717

Total 66 ,825

Data Analysis

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The quantitative data collected through questionnaires were analyzed through SPSS 22.

FINDINGS

In this section, initially the descriptive statistics are presented regarding teacher emotions and

teaching philosophies are presented. Then, inferential statistics such as t-test and ANOVA are

given where we compare male and female students as well as grade levels in terms of their

emotions and philosophies of teaching. Finally, we present two correlation analysis to see which

dimensions of teaching philosophies correlate with emotions.

Descriptive results regarding emotions are given in Table 3. This table shows that the highest

mean score belongs to joy (M=4,52). This shows that pre-service EFL teachers in the present

study believe that they would be glad to see their students engaged with learning, feel motivated

when their students apply newly-learned material, and adopt innovative ideas in their teaching.

The second most rated emotion was love (M=4,24). This indicates that pre-service EFL teachers

would love to see their prospective students experience growth, make contributions to their

students, and are in general passionate about the nature of teaching. As for anger, Table 3 shows

that the participants seem to be somewhat agree with it (M=3,95). Pre-service EFL teachers in

the present study believe that they would feel annoyed when they cannot optimize student’s

learning attitudes, when their students do not get along with them, and when they are treated

unfairly. They are also sensitive about the society’s view on the teaching profession. They stated

that they would be indignant if the society blamed teachers without evidence. Actually, this is a

highly relevant point since teachers are having hard time to counter arguments against the

teaching professions, especially in the social media.

When it comes to sadness, the pre-service EFL teachers in the present study are undecided about

the items here. The items in this category are generally related to whether students would feel

sad if students behaved badly. pre-service EFL teachers do not seem saddened when their

students behave badly or do not take ownership of their learning. Finally, regarding fear, pre-

service EFL teachers are undecided about the items here (M=3,69). This demonstrates that pre-

service EFL teachers in the present study do not seem to be apprehensive that they will have

hard times in improving their prospective students’ achievement and suffer from heavy

workload. They also do not seem to be fearful of parents.

Table 3. Descriptive statistics about teacher emotions Emotions N Minimum Maximum Mean Std. Deviation

Joy 96 1 5 4,5224 2,10503

Love 97 1 5 4,2412 2,64157

Anger 98 1 5 3,9592 3,19458

Sadness 97 1 5 3,7422 ,98172

Fear 97 1 5 3,6991 4,37859

The descriptive findings regarding educational philosophies (EF) are presented in Table 4. This

table shows that the most rated EF by the pre-service EFL teachers in the present study was

existentialism (M=4,62), indicating that the center of education should be the student, education

should be unbiased, creativity must be catered for, and personal freedom of individuals must be

supported. What is more, the teacher should not be the sole source of knowledge. The second

most rated philosophy was progressivism (M=4,37). This shows that pre-service EFL teachers

believe that educators should keep abreast of the most recent approaches, education should

teach the life itself, the content to be taught should be upgraded on a continuous basis, and

students should actively participate the learning process.

However, the pre-service EFL teachers in the present study are not so decided about the

reconstructivist EP (M=3,87). This indicates that they are undecided about whether education

should re-evaluate the fundamental values or education should lead social change. What is

more, they are also undecided on whether education should reconstruct the society or education

8

should be community-based. pre-service EFL teachers in the present study are also undecided

about the perennial EP (M=3,78). This shows that they do not believe that moral codes are

universal and the primary aim of education should be to cultivate one in terms of character.

Finally, the least rated EP was essentialism (M=2,55), indicating that participants disagree with

that category. This finding shows that the pre-service EFL teachers in the present study do not

believe that there must be inflexible rules in education, nor do they believe that education

should be topic-based.

Table 4. Descriptive statistics about educational philosophies Emotions N Minimum Maximum Mean Std. Deviation

Existentialism 96 20,00 35,00 4,6280 2,92449

Progressivism 96 25,00 40,00 4,3744 3,69766

Reconstructionism 97 13,00 35,00 3,8792 3,93526

Perennialism 94 8,00 40,00 3,7860 4,39693

Essentialism 96 5,00 25,00 2,5507 3,63522

Gender differences

In order to see whether there are gender differences in terms of the statements in emotions and

EPs, we conducted a T-test. The results are given in Table 5. As we can understand from Table

5, there are considerable gender differences. In terms of whether to make contributions of not,

there is a statistically significant difference (p= ,028, p<0,005). Male pre-service EFL teachers

like to contribute to their students’ learning (M=4,5000) more than female ones (M=4,4444).

Female pre-service EFL teachers tend to feel angry when they are treated unfairly (M=4,44). In

a similar manner, female participants also reported that they would be frustrated if their

profession was abused.

As for the emotion fear, there are differences in most of the items. For example, female pre-

service EFL teachers stated that they would be more worried about pressures for assessment

(M=4,2581), and would be pressurized under heavy workload (M=4,0635). Moreover, female

pre-service EFL teachers also reported that they would be worried about whether they would get

sufficient opportunities for improvement (M=3,5714) and would feel pressurized from the

unhealthy competition among colleagues (M=3,8571). It seems that female participants are

more likely to feel pressurized and under stress.

There are also gender differences in terms of existentialism. Female students believe that in

educational context each student is important (M=4,7581), the teacher should be impartial in the

class (M=4,7419). Female pre-service EFL teachers also ranked higher in terms of the role of

creativity in education. Their mean score (M=4,7097) is higher than male ones (M=4,4857).

As for reconstructionism, male participants believe that the aim of education should be to

construct a world based on common values (M=3,800). On the other hand, female participants

also believe that education should lead social reforms (M=4,2903). Finally, there is also

statistically significant difference in terms of whether reasoning capacity is the distinguishing

aspect of humans. For this items, male participants’ mean score (M=4,0571) is higher than

female participants (M=3,5161).

Table 5. Gender differences in terms of emotions and EPs Items gender N Mean Std. D t p

1. I love to make contributions to my student learning female 63 4,4444 ,75728 2,231 ,028 male 35 4,5000 ,86164

2. I feel angry when I am treated unfairly (i.e.,

workload, salary, and appraisal)

female 63 4,4444 ,77829 2,301 ,024 male 35 4,0286 ,98476

3. I feel angry if my profession has been abused. female 63 4,6349 ,48532 2,082 ,040 male 35 4,3429 ,90563

4. I am worried to see that my students are pressurized

for assessments.

female 63 4,2581 ,76684 3,079 ,003 male 35 3,6857 1,05081

5. I feel pressurized from heavy workload (e.g., female 63 4,0635 ,93106 2,732 ,008

9

preparation work). male 35 3,4571 1,24482 6. I am worried about whether I could gain the

appropriate opportunities for improvement.

female 63 3,5714 1,13186 2,086 ,040 male 35 3,0571 1,23533

7. I feel pressurized from the unhealthy competition

among colleagues.

female 63 3,8571 ,82025 2,196 ,031 male 35 3,4286 1,09237

8. Students should be able to take lessons from any

teacher they want, and even choose them.

female 63 4,5484 ,61876 4,017 ,000 male 35 3,7714 1,28534

9. Each individual student is important in an

educational environment.

female 63 4,7581 ,56352 2,044 ,044 male 35 4,4571 ,88593

10. Teacher should be objective in classroom

discussions and should not impose any truth on the

students.

female 63 4,7419 ,54126 2,013 ,047

male 35 4,4571 ,85209

11. Importance should be given to intuition and

creativity in education

female 63 4,7097 ,45762 2,044 ,044

male 35 4,4857 ,61220

12. The aim of education is to create a world based on

common values

female 63 3,3387 1,07037 -2,111

,037

male 35 3,8000 ,96406

13. Education should lead social reforms. female 63 4,2903 ,73300 2,402 ,018

male 35 3,8857 ,90005

14. The distinguishing feature of man is his mind. female 63 3,5161 1,27706 -

2,144

,035

male 35 4,0571 1,02736

The correlation between emotions and educational philosophies

In order to see the correlation between emotions and EP, correlation analysis was conducted.

The results are presented in Table 6. Positive correlation was observed between emotions and

educational philosophies. The emotion joy correlated with progressivism (r = .432, p < .01),

existentialism (r = .376, p < .01), and perennialism (r = .432, p < .01). Love correlated with

progressivism (r = .287, p < .01). sadness and fear did not correlate with any of the education

philosophies.

Table 6. The correlation between emotions and educational philosophies Joy Love Sadness Anger Fear Prog Exist Recons Perennial Essent

Joy 1 ,461** ,185 -,010 ,052 ,432** ,376** ,152 ,255* ,041

Love 1 -,044 -,175 -,045 ,287** ,167 ,111 ,075 ,020

Sadness 1 ,500** ,312** ,067 ,135 ,156 ,184 -,119

Anger 1 ,416** -,072 -,044 ,114 -,104 -,097

Fear 1 -,008 ,193 ,140 ,030 -,172

Prog 1 ,615** ,310** ,144 -,236*

Exıst 1 ,313** ,168 -,292**

Reconst 1 ,384** ,121

Perennıal * 1 ,308**

Essent 1

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

Educational philosophies are categorized into traditional educational approaches (perennialism

and essentialism) and contemporary education philosophies (existentialism, progressivism, and

reconstructivism). To see which emotions correlated with contemporary EPs and traditional EP,

we conducted correlation analysis. The results are presented in Table 7. Table 7 indicates that

contemporary EP moderately correlated with joy (r = .387, p < .01) and love (r = .240, p < .01).

Contemporary EPs negatively correlated with anger (r = .-010, p < .01). Traditional EPs

correlated with joy (r = .207, p < .01). Traditional EPs did not correlate with sadness, (r = .048,

p < .01), anger (r = .-112, p < .01)., or fear (r = .-067, p < .01).

10

Table 7. The correlation between emotions, contemporary and traditional educational

philosophies contemp traditional joy love sadness anger fear

Contemporary 1 ,144 ,387** ,240* ,152 -,010 ,118

Traditional 1 ,207* ,060 ,048 -,112 -,067

Joy 1 ,461** ,185 -,010 ,052

Love 1 -,044 -,175 -,045

Sadness 1 ,500** ,312**

Anger 1 ,416**

Fear 1

DISCUSSION

The present study aimed to measure the perceived emotional profiles of pre-service EFL

teachers in relation to their educational philosophies. The role of emotions in the academic life

of teachers and their dynamic nature of identity has been accentuated in the literature (Benesch,

2012; Dewaele, 2015; Schutz & Lee, 2014; Zembylas, 2005b). They may determine to a large

extent “how teachers understand, experience, perform, and talk about emotions is closely

relevant to their sense of self in relation to the sociocultural and institutional context.” (Song,

2016; p. 633). This was the starting point for the present study. If they are influential on a

number of domains in teachers lives, they may also be important for teachers’ educational

philosophy preferences.

To begin with, the present study indicated that the most prominent emotion on the part of pre-

service EFL teachers is joy, implying that pre-service EFL teachers in the present study are

likely to get joy from helping their students become engaged in the learning process and use

innovative ideas. In a similar vein, the second highest emotion was love, again indicating that

pre-service EFL teachers willing to see their prospective students experience growth, make

contributions to their students, and are in general passionate about the nature of teaching. As for

the negative emotions, like sadness or anger, the present study found that the point that is most

likely to lead to anger is being unfairly treated and their profession’s not being treated with

respect by the society. The influence of social media is powerful here. Each day, we can see

posts claiming that teachers do relatively little compared to other professions. This point should

be investigated in future studies.

In terms of educational philosophies, the study found that the most rated philosophy was

existentialism, which is based on idealism and realism just as is perennialism. This philosophy

presupposes that the main point of teaching must be the teaching of the most important

knowledge base for humanity. It also entails that the main point of education should be the

student and education should be unbiased. What is more, the personal freedom of individuals

must be respected, and creativity must be catered for. Based on the findings, the pre-service

EFL teachers in the present study agree with these points.

The secondary aim of the present study was to see whether there are gender differences in terms

of the sub-dimensions of emotions and EPs. Considerable gender differences were observed in

relation to a range of items. For example, while female participants are more likely to suffer

more from anger and sadness dimensions, male participants reported that they would be more

willing to contribute to their students learning. Female pre-service EFL teachers want more

respect for the profession. Moreover, it seems that female participants are more likely to feel

pressurized and under stress.

When it comes to correlation, we saw that low level of positive correlation between emotions

and EPs. To be particular, the emotion joy correlated with progressivism, existentialism, and

perennialism. Love correlated with progressivism. Sadness and fear did not correlate with any of

the education philosophies. Further, we categories EPs as traditional educational approaches

(perennialism and essentialism) and contemporary education philosophies (existentialism,

progressivism, and reconstructivism). Results indicated that contemporary EP moderately

correlated with joy and love. Contemporary EPs negatively correlated with anger.

11

These findings are remarkable since they foreground the role of positive psychology. Two

decades ago, Frederickson (2001) remarked that put forward that when we experience positive

emotions, we have a broader vision, can take in more information and notice things better. By

the same token, Gabryś-Barker and Gałajds (2016) make the point that through positive

emotions we can overcome the lasting effects of negative emotions. Quite recently, positive

psychology has received considerable attention from scholars (Dewaele & Dewaele, 2017;

Dewaele & MacIntyre, 2014; Macintyre et al, 2019). Dewaele et al (2019), for example, quite

explicitly stated that “being in a positive emotional state allows students to absorb the FL better

and to erase the effects of negative emotions” (p. 3). They further suggested that through

positive emotions learners can develop long-term resilience and hardiness, which play important

roles in overcoming hardships.

One important point as to emotions is that they are semi-controllable (Dewaele, 2019), which

legitimizes emotions as an area of study. Therefore, as was argued by MacIntyre and Gregersen

(2012), teachers have the potential to influence their students’ emotions as well as controlling

their own. This calls for more emphasis on the part of teachers to establish safe environments

where negative emotions are eliminated, and positive ones are promoted.

CONCLUSION

To conclude, it is hoped that the present study added flesh to the bone in emotion research. The

findings of the study emphasized the role of positive emotions. Therefore, one suggestion to

draw from the present study is to pay the due attention to teacher emotions. As was indicated,

teachers may play a role in student emotions. Hence, teacher education programs should devote

more meticulous attention to the equipping EFL teacher candidates to become efficient in

controlling their own emotions and teach them how to promote positive emotions in their

students.

From a research perspective, one suggestion for further studies could be to focus on contextual

factors in the development of teacher emotions since institutional contexts play a significant role

in teacher emotions (Zembylas, 2002). This way further insights could be gained as to which

contextual factors play a role in teacher emotions.

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Uzun Öz

İnsan, çevresi ile bilişsel ve sosyal ilişkilerini büyük ölçüde belirleyen duygusal varlıktır.

Öğretmenlik insanlarla çalışmayı içeren bir meslek olduğundan, duygular öğretmenler için

oldukça önemlidir. Öğretmen duygularının yanı sıra eğitim felsefelerinin de öğretmenlik

mesleği üzerindeki rolü de yadsınamayacak kadar büyüktür. Eğitim felsefeleri yıllar içinde

gelişmekte ve daha öğrenci merkezli hale gelmektedir. Öyle bile olsa, geleneksel felsefeler

ortadan kalkmamıştır ve ihtiyaca göre tercih edilmektedir. Günümüzde tek bir eğitim felsefesine

odaklanmak yetersiz olduğundan ve eklektik bir yaklaşım arzu edildiğinden geleneksel eğitim

felsefeleri hala vardır. Öğretmenler tarafından benimsenen eğitim felsefesinin öğretim ortamı,

öğretmenlerin eylemleri ve tutumları üzerinde önemli bir etkiye sahip olduğu yapılan alan

araştırmalarından anlaşılmaktadır. Eğitim felsefelerinin öğretmenler üzerindeki öneminden

dolayı, eğitim felsefelerinin eğitim süreçlerine katkılarını optimize etmek ve hedeflere ulaşmak

için her eğitimcinin duyguları ve sahip oldukları eğitim felsefesi arasındaki ilişki incelenmeli ve

anlaşılmalıdır. Öğretmenlerin eğitim felsefelerinin ve duygularının eğitim sürecindeki rolü çok

büyük olduğu için öğretmenlerin eğitim felsefesi ile duyguları arasındaki ilişkinin farkında

olmak gerekir. Öğretmen duyguları üzerine birçok çalışma yapılmasına rağmen, duygular ve

felsefeler arasındaki ilişki çok az ilgi görmüştür. Yabancı dil öğretmen eğitimi programlarının

zayıf yanı, öğretmenleri uygulama yaparak eğitmekle ilgilenmesi, ancak duygusal kaygılar gibi

karmaşık sorunları tartışmamasıdır. Öğretmenlerin eğitim felsefeleri de bu programlarda göz

ardı edilmektedir. Duygular ve eğitim felsefeleri arasındaki ilişki bu nedenle özel ilgi görmelidir

ve bunların arasındaki ilişkiyi araştırmak da eşit derecede gereklidir. Böyle bir çalışma ile elde

15

edilecek bilgi, okullarda ve üniversitelerde bir dersin uygulanmasında öğretmenlerin

eğilimlerinin daha iyi değerlendirilmesine olanak sağlayabilir. Gerçek cesaretlendirme ve

hazırlık, uzun vadede eğitim programlarının amaçlarına ulaşılmasına yardımcı olacaktır.

Dünyadaki değişimlerle birlikte eğitim felsefelerinin öğretmenlerin duygularına göre

seçilebileceği de dikkate alınmalıdır. Bu nedenle, bu çalışmanın amacı, ilk olarak İngilizce

öğretmen adaylarının duygusal eğilimlerini ve sahip oldukları eğitim felsefelerini tespit etmek,

bunların cinsiyet faktörüne göre değişip değişmediğini ortaya çıkarmak ve öğretmen duyguları

ile eğitim felsefeleri arasındaki potansiyel ilişkiyi incelemektir. Çalışma 2020-2021 eğitim

öğretim yılında yürütülmüş ve devlet üniversitesinde okuyan 98 İngilizce öğretmenliği bölümü

öğrencileri gönüllü olarak çalışmaya katılmıştır. Veri toplamak için iki nicel araştırma aracı

kullanılmıştır. Bunlardan ilki, Çetin ve diğerleri (2012) tarafından hazırlanan Felsefi Tercih

Değerlendirme Ölçeği'dir. Bu anket eğitim felsefelerini, özellikle kalıcılık, özcülük,

varoluşçuluk, ilerlemecilik ve yeniden yapılanma olmak üzere beş başlık altında

kavramsallaştırmaktadır. Bu çalışmada kullanılan ikinci araştırma aracı ise Chen (2018)

tarafından geliştirilen Öğretmen Duygu Envanteri'dir. Bu envanter neşe, öfke, aşk, üzüntü ve

korku olmak üzere beş duyguyu içerir. Toplanan veriler SPSS 22 programı ile analiz edilmiştir.

Verilerden elde edilen bilgilere göre, İngilizce öğretmen adaylarının en belirgin duygusunun

neşe olduğu ortaya çıkmıştır, bu da mevcut çalışmadaki öğretmen adaylarının, öğrencilerinin

öğrenmeye katılmalarına yardımcı olmaktan büyük olasılıkla keyif aldıklarını göstermektedir.

Benzer bir şekilde, çalışmada bulunan ikinci en yoğun duygu sevgidir, bu da yine aday

öğretmenlerin aday öğrencilerine katkı sağladığını ve genel olarak öğretmenin doğası hakkında

tutkulu olduklarını göstermektedir. Uzüntü ya da öfke gibi olumsuz duygulara gelince, bu

çalışma, öfkeye yol açma olasılığı en yüksek olan noktanın haksız muamele olduğunu ve

mesleklerine toplum tarafından saygılı davranılmadığını ortaya çıkarmıştır. Sosyal medyanın

etkisi burada büyüktür. Eğitim felsefeleri incelendiğinde, en çok oy alan felsefenin, tıpkı

daimicilik gibi idealizm ve gerçekçiliğe dayanan varoluşçuluk olduğu ortaya çıkmıştır. Bu

felsefe, öğretmenin temel esasının insanlık için en önemli bilgi temelinin öğretilmesi olduğunu

varsayar. Aynı zamanda eğitimin temel esasının öğrenci olmasını ve eğitimin tarafsız olması

gerektiğini benimser. Dahası, bireylerin kişisel özgürlüklerine saygı duyulması gerektiğini

destekler. Elde edilen bulgulara göre, bu çalışmada yer alan öğretmen adayları bu noktalara

katılmaktadır. Bu çalışmanın ikinci amacı, duygu ve felsefelerinin alt boyutları açısından

cinsiyet farklılıkları olup olmadığını görmektir. Çalışmada, bir dizi maddeyle ilgili olarak

önemli cinsiyet farklılıkları gözlemlendi. Örneğin, kadın katılımcılar öfke ve üzüntü

boyutlarından daha fazla mustarip olurken, erkek katılımcılar öğrencilerinin öğrenmesine

katkıda bulunmaya daha istekli olduklarını belirtmişlerdir. Kadın İngilizce öğretmenleri mesleğe

daha fazla saygı duymaktadır Dahası, kadın katılımcıların kendilerini daha çok baskı altında ve

stres altında hissetme eğiliminde oldukları görülmektedir. Korelasyon söz konusu olduğunda,

duygular ve eğitim felsefeleri arasında düşük seviyede pozitif korelasyon olduğunu

görülmektedir. Özellikle, sevinç duygusunun ilerlemecilik, varoluşçuluk ve kalıcılıkla uyumlu

olduğu tespit edilmiştir. Sevgi duygusunun ise ilerlemecilikle ilişkili olduğu ortaya çıkarılmıştır.

Uzüntü ve korku duyguları, öğretmenlerin sahip olduğu eğitim felsefelerinin hiçbiriyle

bağlantılı değildir. Dahası, elde edilen veriler, çağdaş eğitim felsefelerinin neşe ve aşk ile orta

derecede ilişkili olduğunu göstermiştir. Son olarak, elde dilen veriler çağdaş eğitim

felsefelerinin öfke ile negatif korelasyon içinde olduğu göstermektedir. Bu çalışmada elde

edilen bulgular, pozitif psikolojinin rolünü ön plana çıkardıkları için dikkat çekicidir. Yirmi yıl

önce Frederickson (2001), olumlu duygular yaşadığımızda daha geniş bir vizyona sahip

olduğumuzu, daha fazla bilgi alabileceğimizi ve olayları daha iyi fark edebileceğimizi öne

sürmüştür. Aynı şekilde Gabryś-Barker ve Gałajds (2016), olumlu duygular yoluyla olumsuz

duyguların kalıcı etkilerinin üstesinden gelebileceğimizi belirtmektedir. Son zamanlarda, pozitif

psikoloji bilim adamları tarafından büyük ilgi görmüştür. Örneğin Dewaele ve diğerleri (2019)

oldukça açık bir şekilde “olumlu bir duygusal durumda olmanın öğrencilerin yabancı dili daha

iyi özümsemelerine ve olumsuz duyguların etkilerini silmelerine olanak sağladığını”

belirtmişlerdir (s. 3). Ayrıca, olumlu duygular yoluyla öğrencilerin zorlukların üstesinden

16

gelmede önemli roller oynayan uzun vadede dayanıklılık geliştirebileceklerini öne sürmüşlerdir.

Duygularla ilgili önemli bir nokta, onları bir çalışma alanı olarak meşrulaştıran yarı kontrol

edilebilir olmalarıdır (Dewaele, 2019). Bu nedenle, MacIntyre ve Gregersen (2012) tarafından

öne sürüldüğü gibi, öğretmenler öğrencilerinin duygularını etkileme ve kendi duygularını

kontrol etme potansiyeline sahiptir. Bu, öğretmenlerin olumsuz duyguların ortadan kaldırıldığı

ve olumlu olanların teşvik edildiği güvenli ortamlar oluşturmasına daha fazla vurgu yapılmasını

gerektirir.